컴퓨터보조 자기장학이 초임교사의 교수기술과 교수효능감 향상에 미치는 효과 = (The)effects of computer assisted self-supervision on the improvement of teaching skill and teaching efficacy for beginning teachers

다국어 초록 (Multilingual Abstract)

The main purpose of this study was to examine the effects of computer assisted self-supervision(CASS) on the improvement of teaching skill and teaching efficacy for beginning teachers, performed for 23 weeks.
For this purpose, experiments were performed on 120 elementary school teachers consisting of 60 from Educational administrative body district G, 30 from district D, and other 30 from district J where the G group conducted the traditional instructional supervision method and D as well as J did CASS method.
First, it was assumed that CASS has impact on improvement of teaching skill of beginning teachers. This is a method of instructional supervision where CASS reflexes upon the traits of both computer and self-supervision, and it was predicted that using computer through processes of analysing instructions in continuous and scientific manners will have a positive impact on improving teaching skill for the beginning ones.
Next, we verified the effects of CASS on teaching efficacy for beginning teachers. This came under the assumption that the group of teachers with CASS will come up with higher efficacy expectation and outcome expectation than one with traditional instructional supervision. The development comes as the CASS is a self-driven, volunteered encouragement of studying as opposed to the traditional encouragement of studying which includes clinical supervision, collegial supervision and on-campus-training for beginning teachers, and using scientific class analytical methods will help teachers gain self-confidence and competencies for leading professional lectures.
A brief summary of this study is as follows:
First, CASS does improve teaching skill for beginning teachers. The result of the sub-hypothesis shows that CASS did increase Flander’s major class verbal index and Tuckman’s instructional atmosphere impressively.
Secondly, the group that conducted CASS scored higher teaching efficacy than the group that performed the traditional instructional supervision. The result of verifying the sub-hypothesis showed that the former had higher efficacy expectation and outcome expectation than the latter.
Therefore, the CASS is an effective form of encouragement of studying for teaching skill and efficacy, while proving better than the traditional supervision in those terms.
This study found the following results:
First, CASS is a practical method of improving the teaching skill and efficacy of beginning teachers. It means that if they adopt CASS to improve the teaching skill and teaching efficacy, they could get satisfactory result. The result was possible, as CASS supported self-supervision of teachers by helping the environment of human resources and physical condition based on computer system.
Second, self-supervision is based on scientific class analysis by computer system contributing to the improvement of instructional technology and instructional efficacy. The reason why CASS brought the improvement in teaching skill and efficacy can be referred back to the fact that it adopts the instructional analysis tool which was rarely approached in studies conducted from the past. In particular, on this research, computer-based instructional analysis was adopted to perform the analysis of teachers instruction rapidly and conveniently. While the conventional studies were conducted manually to analyze instructions, this one provides the self-made Instructional Analysis ver 2.8 to improve the performance of self-supervision and promotes raising motives for accomplishment by supplying the guideline of model instruction.
Third, supporting the self-supervision through the Internet is a efficient method of improving confidence and belief in instruction performance of teachers. It supported the self-supervision of teachers through boards, chatting, and e-mails and provided variety of professional feedbacks on instructions. These supports brought an improvement in teaching skill by bettering the professionalism of instructions for teachers on top of self-confidence and belief in successful instructions.
In conclusion, supporting CASS with cyber supervision agents effectively reflects the instruction skill level of teachers and their requests. It provided customized service to teachers by appointing cyber supervision agents for teachers that follow self-supervision to meet instruction skill level of teachers and their requests. Teachers who follow self-supervision would find the problems of their teaching, the way to improve their teaching and the most adequate self-supervision for themselves through discussion with cyber supervision agents.
It is highly recommended to use CASS for improving the instruction expertise on campus for the beginning teachers. Plus, the needs are suggested for operating CASS centered by teaching skill and efficacy rather than the traditional one which conducts clinical supervision, collegial supervision, and administrative monitoring, as well as on-campus training. Also, to consider our education’s reality constituted by the absence of the process to build up trusts between teachers and supervisors coupled with the hierarchy, CASS is definitely one of the realistic countermeasures. Especially, it is recommended that beginning teachers solve challenges step by step including problems in classroom CASS as well as acquire the complete package of teaching skill by launching a support system through cyber-supervision agents.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 가설 = 4
• 3. 용어의 정의 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 컴퓨터를 활용한 자기장학 = 8
• 2. 수업의 관찰 및 분석 방법 = 29
• 3. 자기장학의 효과성 연구 = 40
• Ⅲ. 연구방법 = 45
• 1. 연구 대상 = 45
• 2. 실험 설계 = 46
• 3. 사전검사 및 사후검사 = 47
• 4. 연구 도구 = 49
• 5. 연구 절차 = 51
• 6. 자료 처리 = 57
• Ⅳ. 연구 결과 및 논의 = 58
• 1. 컴퓨터보조 자기장학이 교수기술 향상에 미치는 효과 = 58
• 2. 컴퓨터보조 자기장학이 교수효능감 향상에 미치는 효과 = 66
• Ⅴ. 요약 및 결론 = 69
• 1. 요약 및 결론 = 69
• 2. 제언 = 71
• 참고 문헌 = 73
• 부록 = 83
• Abstract = 98